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All Journal Otoritas : Jurnal Ilmu Pemerintahan Pendas : Jurnah Ilmiah Pendidikan Dasar AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Kajian dan Pengembangan Umat Tafkir: Interdisciplinary Journal of Islamic Education Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Azhar, Muh
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Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN SELF DIRECTED LEARNING DALAM MENINGKATKAN MOTIVASI BELAJAR DI MAN 1 KOTA MAKASSAR Hanafia, Irfan Muh; Akil, M; Azhar, Muh; Surani; Mustamin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64399

Abstract

This study aims to determine the improvement in students' learning motivation through the implementation of the Self-Directed Learning model in the Islamic Cultural History subject in class XI.9 at MAN 1 Makassar City. The study employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model, conducted over two cycles; each cycle consisted of planning, action implementation, observation, and reflection stages. The research subjects comprised 30 students (12 male and 18 female). Data collection techniques included observation, interviews, tests, and documentation. Research instruments consisted of observation sheets for teacher and student activities, interview guidelines, test questions, and documentation. Data analysis was conducted using descriptive quantitative methods, specifically calculating average scores and the percentage of learning mastery. The results indicate that the implementation of the Self-Directed Learning model successfully increased student learning motivation in each cycle. In the pre-cycle stage, the average score was 61.43, with a learning mastery rate of 23.33% (7 students). Following the implementation of the Self-Directed Learning model in Cycle I, the average score rose to 75.43, with a learning mastery rate of 53.33% (16 students). Subsequently, Cycle II showed a more significant improvement, with the average score reaching 90.16 and the learning mastery rate hitting 93.33% (28 students); this surpassed the established success indicator, which required at least 80% of students to achieve a score of ≥75. Observation results also showed an increase in teacher activity from an average score of 3.33 (good) to 3.83 (very good), while student activity increased from 3.16 (good) to 3.91 (very good). Thus, it can be concluded that the implementation of the Self-Directed Learning model is effective in enhancing student learning motivation in the Islamic Cultural History subject in class XI.9 at MAN 1 Makassar City.
STRATEGI GURU AKIDAH AKHLAK DALAM PEMBINAAN KARAKTER DI MADRASAH TSANAWIYAH MDIA TAQWA MAKASSAR Wasyiah, Amwalul; Syahid, Akhmad; Mustamin; Surani; Azhar, Muh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64720

Abstract

This study aims to identify the strategies employed by Akidah Akhlak (Islamic Creed and Ethics) teachers to foster character development among eighth-grade students at MTs MDIA Taqwa Makassar, as well as to understand the character-building patterns applied to shape student behavior. This research employs a qualitative method with a descriptive approach. The study was conducted at MTs MDIA Taqwa Makassar, involving Akidah Akhlak teachers and eighth-grade students as subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed through the stages of data collection, data reduction, data presentation, and conclusion drawing. Data validity was verified using source, technique, and time triangulation. The results indicate that Akidah Akhlak teachers employ several strategies for character development: habituation, modeling, offering counsel (mau’izah), personal approaches, and the use of rewards and punishments. Habituation is implemented through religious activities—such as reciting prayers, Tadarus (Quranic recitation), congregational prayers, and exchanging greetings—as well as by fostering polite behavior and respect for teachers and peers. Modeling involves demonstrating good behavior in daily life, while personal approaches are used to provide guidance to students facing character-related issues. The character-building pattern integrates ethical values ​​into Akidah Akhlak instruction, daily habituation, religious activities, modeling, counsel, and personal guidance. The findings reveal positive changes in student behavior, particularly regarding religiosity, honesty, responsibility, discipline, politeness, and respect for teachers. Thus, the strategies employed by Akidah Akhlak teachers play a crucial role in shaping student character, enabling students to understand, internalize, and apply ethical values ​​in their daily lives.
PENERAPAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS EDUCANDY DALAM MENINGKATKAN MOTIVASI BELAJAR PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Ismail, Muh; Bunyamin, Andi; Mustamin; Wahab, Abdul; Azhar, Muh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64773

Abstract

This study aims to examine the implementation of Educandy-based interactive learning media in enhancing student learning motivation in the Islamic Religious Education subject for Class X A of the Computer and Network Engineering (TKJ) program at SMK Negeri 1 Topoyo, Central Mamuju Regency. The study employs the Classroom Action Research (CAR) method using both qualitative and quantitative approaches. It was conducted over two cycles, each comprising the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 30 students from Class X A of the TKJ program. Data collection techniques included observation, tests, interviews, and documentation. Data were analyzed using descriptive qualitative and quantitative methods by calculating activity percentages, averages, and student learning mastery. The results indicate that the implementation of Educandy-based interactive learning media can enhance student motivation and engagement in the learning process. In Cycle I, student engagement was relatively low, characterized by a lack of attention and limited active participation in asking questions, discussions, and answering inquiries. Following improvements made in Cycle II, there was an increase in student activity and participation. An improvement was also observed in learning outcomes: the number of students achieving mastery rose from 10 (33.33%) at the initial stage to 26 (86.67%) in Cycle II, while the number of students who did not achieve mastery decreased to 4 (13.33%). Thus, the implementation of Educandy-based interactive learning media can boost learning motivation and support improved learning outcomes for students in the Islamic Religious Education subject.
PENERAPAN MODEL PEMBELAJARAN QUESTION STUDENT HAVE DALAM MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS X.2 MAN 1 KOTA MAKASSAR Adrian; Mustamin; Raehana, Syarifah; Wahab, Abdul; Azhar, Muh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65187

Abstract

Islamic history classes can easily slide into one-way lecturing, and that was largely the case in Class X.2 at MAN 1 Kota Makassar, where students absorbed material passively rather than questioning it reflected in pre-cycle scores averaging just 68.33, with only 36.1% of the 36 students meeting the minimum mastery criterion. This study examined how the Question Student Have model, in which students write down their own questions rather than wait to be asked, could be applied to Islamic Cultural History instruction and whether doing so would raise learning outcomes. Framed as classroom action research across two cycles, it drew on 36 Grade X students together with their subject teacher, gathering data through observation, semi-structured interviews, achievement tests, and documentation, then analyzing the results descriptively via mean scores and mastery percentages. Once the model was introduced, engagement and results moved together: the class average rose to 79.86 with 61.1% mastery after Cycle I, then reached 90.55 with 86.1% mastery by Cycle II comfortably clearing the study's success benchmarks. The findings suggest that letting students set the questions, rather than only answer them, is a workable way to lift both participation and achievement in Islamic Cultural History classrooms
EFEKTIVITAS METODE TUTOR SEBAYA DALAM MENINGKATKAN KEMAMPUAN MEMBACA AL-QUR'AN DI SMP YP PGRI DISAMAKAN MAKASSAR Insani, Nur; Mustamin; Wahab, Abdul; Syahid, Akhmad; Azhar, Muh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65293

Abstract

This study examines the effectiveness of the peer tutoring method in improving the Quran reading skills of Grade VII.1 students at SMP YP PGRI Disamakan Makassar. The research aims to: (1) determine the effectiveness of the peer tutoring method in enhancing students' Quran reading skills; (2) describe the implementation of instruction using the peer tutoring method; and (3) identify the facilitating and inhibiting factors in applying the peer tutoring method to improve students' Quran reading skills. The study employs a mixed-methods approach with an explanatory sequential design, involving the collection and analysis of quantitative data followed by qualitative data. The research subjects consisted of 32 Grade VII.1 students and one Islamic Religious Education teacher. Data collection techniques included tests, interviews, observations, and documentation. Quantitative data were analyzed using the N-Gain test, while qualitative data were analyzed descriptively. The results indicate that the application of the peer tutoring method can improve students' Quran reading skills. This is evidenced by the increase in the average score from 73.03 in the pretest to 84.12 in the posttest. The N-Gain test yielded an average score of 0.43 (or 43.43%), falling into the "medium" category and indicating that the peer tutoring method is reasonably effective. Thus, the peer tutoring method has a positive impact on improving students' Quran reading skills and can serve as an effective alternative teaching method to support the enhancement of Quran reading proficiency in schools.
Co-Authors Abdul Wahab Abdullah, Nuraeni Adrian Ahmad Akil, M Asykur, Muamar Azhar, Fitrah Maulani Bambang Sampurno, Bambang Bunyamin, Andi Dzinnun, Yusriah Hamdali, Muhammad Hanafia, Irfan Muh Ilham, Muh Inayah, Al Islamiyah Ismail, Muh Jubba, Hasse Martini Martini Muhammad Muhammad Akil, Muhammad Mukarramah, Sitti Mustamin Mustamin Mustamin Nengsih, Ratika Nisar Nur Insani Parli, Gita Savitri Hi Pratama, Aldi Pratiwi, Nur Hikmah Qahar Zainal, Abdul R, Mukhlisah Raehana, Syarifa Riska Damayanti, Riska Rosdina Rosmiati Rosmiati Serli Subaedah Subaedah, Subaedah Sudarmono, Muh Aidil Surani Syahid, Akhmad syahrul, muhammad Takwa, Agil Thahir, Ilyas Ummiana Wasyiah, Amwalul Wirawan, Agung Yunus Anwar, Muhammad Zainal, Abdul Qahar Zuly Qodir